藝術「活化」教室—對話性的教學實踐

Arts Revival Classroom: Practice of Teaching through Interaction

鄭淳方(Chun-Fang Cheng)

指導教授 ： 容淑華

國立臺北藝術大學/文化資源學院學術論文/藝術與人文教育研究所/碩士(2015年)

https://doi.org/10.6835/TNUA.2015.00144

摘要

藝術是人類共通的語言，當代對話性藝術旨在促進不同社群的對話，藝術家以創作開啟溝通平台，打破藝術家與觀眾的界線，讓所有人在其所關心的領域中「對話」(dialogical)。教學亦是一種藝術，教與學之歷程應是師生共創的藝術作品。
　　「活化教室」是教師對於自身教學方法的反思及在教室中創造的實踐。以藝術作為探究新教學型態的方法，教學可以是一種對話性的藝術，教師和學生透過對話產生學習。教室為社群所賴以學習的場域，其容納多元族群的聲響，是富有各種可能、潛力的空間。在學科分野與升學主義盛行下，使教學趨向於單向的傳授模式。教室長期單聲道的運作型態，無形中封閉了學生發言的管道。以藝術做為媒介，使我們能跨越權力的疆界，傾聽教室中來自不同族群動人的生命故事。
本研究以行動研究法，於新北市S國中展開歷時八週的藝術融入社會科教學方案。以戲劇為主要藝術形式融入社會科教學，使學生透過藝術的方式開啟不同的感官知覺，探索自我和社會的關係，深化知識、情意、技能的學習。課程設計按照三個層次安排進程：（一）透過藝術發聲與對話（二）以藝術形式察覺自身與社會的關聯（三）透過情境習得社會領域的知識並培養行動力。
教師嘗試以教學的轉向，探尋教室內的學習發聲/生的途徑。透過對話性教學，帶動學生完整、主動的學習，協助他們成為社會中的能動者。近年來教育界推行的教育方法如:學習共同體、論壇劇場(forum theatre)，其中富含了對話性教學的理念。本研究以學習共同體與論壇劇場為活化教室的理論基礎，發展藝術融入社會領域的教學方案，透過行動研究反思教室中教學的可能、師生如何建立對話性教學型態。使教室能成為「師生共學的」、「活的」、「對話的」知識學習場域。

關鍵字

活化教室 ； 對話 ； 對話性教學 ； 論壇劇場

並列摘要

Art is a common language for humans. Modern dialogical art aims at advancing the conversation between different communities. Artists establish a communication platform. They try to break the boundary between artists and the audience, allowing everyone to have dialogues in their respective fields. Teaching is a form of art, and the process of teaching and learning should be a work of arts which are conducted by teachers and students.
　 “Revival classroom’’ is a practice that comes from the teacher’s teaching experiences and reflections. It’s objectives to use drama as an art method, trying to find a new teaching model. The "Revival classroom" allows teachers and students to learn through dialogue. The classroom is a place where multiple voices coexist to carry out learning. The classroom can be a place full of possibility and potential. Through arts, we can access the power to listen to beautiful stories from different cultures.
The participants of the action research are comprised of the researcher’s students from S junior high school. The teaching model is teaching social studies through drama. This course goes on for 8 weeks. In addition, the research tries to open students to different senses by exploring self and social relationships, and deep cognitive, psychological and affective learning. The course design follows three levels:
1. One's voice and conversation through arts (drama)
2. Realization of a self-relatedness in society, and
3. Learning social knowledge through situations and cultivating action abilities.
Teachers try to change the way of teaching, searching for a way to make students let out their voices in the classroom. Through conversation teaching, students can learn actively and complete their learning. This helps them become an agent of society. Recently in education pedagogy, strong emphasis has been made in conversation: a community of learning, forum theater etc. This research is based on community of learning and forum theater theories, developing the program of learning social knowledge through art. To find possibilities in the classroom, and establish methods for conversation class models. This allows the class to become a “community of learning’’, “alive’’, and a “conversational’’ learning space.

並列關鍵字

Revival classroom； Dialogical；Conversation teaching；forum theatre

參考文獻

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